Requirements for the broad, multifaceted teaching and learning of environmental education – including climate change – in the primary curriculum in England are limited. For example, while the importance of children developing an understanding of climate change has been acknowledged (Department for Education (DfE), 2022), the science curriculum simply specifies that ‘environments can change and this can sometimes pose dangers to living things’ (p.20). In the design and technology curriculum, meanwhile, it is suggested that teachers should draw on relevant contexts, including the local community and the wider environment, to help children engage in design processes. However, no emphasis is placed on the interconnection between design ideas and pressing local or global environmental issues such as climate change. In short, there is currently no overarching priority, unlike the situation in previous curricula (see DfE, 2014), for making relevant connections relating to environmental and climate concerns across different disciplines.